Introduction The dynamics of identity, cohesiveness, and belonging have a big influence on how well students learn in modern schools. It is imperative that teachers comprehend these dynamics if they are to cultivate a welcoming and encouraging learning atmosphere in the classroom. This analysis looks at how these dynamics affect teachers' work and what makes educators competent at change, as well as how educational institutions can adapt to changing needs. It also discusses the necessity of innovation and systemic change, emphasizing ongoing efforts to encourage positive change. Analyzing the Situation The dynamics of cohesion, identity, and belonging are intertwined components that influence learning in the classroom. Identity pertains to …show more content…
Students' distinct identities impact their learning experiences in a diverse classroom. For instance, students from the volatile area that I teach often experience implicit prejudices that have an impact on their level of engagement and output (Gay, 2018). They do not participate completely when they feel like they do not belong, which results in the lowering of their wellbeing and academic accomplishment (Baumeister & Leary, 1995). Due to this, I have constant encouragement to boost their self-esteem and create cohesiveness among them with a helpful atmosphere in which my students work together and assist one another, causing an improvement in their learning results (Wentzel, 1999). The Need for Innovation/Systems Change In order to address the intricate dynamics of identity, cohesion, and belonging, educational institutions must be reformed. The varied demands of today's students are frequently not met by traditional methods, thus calling for creativity and systemic change. Some elements highlighting this necessity …show more content…
Social Equity: Equity in education is becoming more and more important, with the goal of giving every student equal access to opportunities and resources (Nieto, 2010). Mental Health: The sense of belonging that students have is intimately related to their mental health. According to Allen et al. (2018). Schools must establish settings that promote psychological well-being. Educators and institutions who are adept at change are those that can adjust to these changing needs. They support inclusive behaviours, cultural competency, and lifelong learning. These educators can apply strategies that improve identity, coherence, and belonging in the classroom by cultivating an innovative culture. Actions in Progress: "Working on the Work" To support positive change efforts, several actions are currently in progress within my educational settings. These initiatives focus on creating inclusive environments, promoting cultural competence, and enhancing teacher effectiveness. Such initiatives include: Professional Development: Teachers are continuing their professional development in order to improve their comprehension of inclusion and diversity. They see where they can identify and overcome prejudices by participating in workshops and training sessions on cultural competency and equality, which promotes an
In Schooltalk: Rethinking What We Say About - and to - Students Every Day, Mica Pollock provides readers with fact-based information to “flip the script” of the misrepresentation of students in the education setting. Pollock demonstrates how race, gender, and ethnic labels can be detrimental to student achievement. She, then, dives in to 600 years of myths regarding social race labels and how they continue to affect humans today. By correcting race, gender, and ethnicity label myths in our minds, we can effectively advocate for these students. To conclude the book, Pollock focuses on how to devise a plan to correct our own misconceptions and foster a supportive environment for diverse students. Throughout
... practices could be put into action, to build towards an anti-biased curriculum and inclusive environment.
...h identification and then through the implementation of a program such as the Intergroup Relations Program expanded on a larger scale such as the Michigan Student Study, can we decrease bias and promote cultural acceptance by implementing programs that cultivate cultural diversity and discussion in the classroom. The study proposes that the although implicit biases may exist in the DoDEA facilities, the classroom environment fosters a cultural experiential dynamic that allows minorities to flourish academically without bias for racial or ethnic differences in learning outcomes. Furthermore, implementation of diversifying programs like the IRP in a public high school can determine if greater SAT scores can be achieved by minorities who have participated in the program. Elevating the academic performance of SAT’s in minorities can provide lasting educational benefits.
Sapon-Shevin, M. (2008). Learning in an inclusive community. In J. W. Noll (Ed.), Taking sides: Clashing views on educational issues (17th ed.) (pp.226-232). New York, NY:McGraw-Hill.
This source will equip the argument for utilizing diversity as an educational apparatus that supports student development and learning. The showcase of impact of diversity student engagement will definitely be useful for providing a strong reasoning for showcasing how the experience of students in the US schooling system shapes the educational experiences of diversified student group.
& R. Mox.sm-dyor (EiSs.). Adolescent identity formation (pp. 91-12 Peters, S. (2002) Inclusive education in accelerated and professional development schools: a case-based study of two school reform efforts in the USA, International Journal of Inclusive Education, 6(4), 287–308. Alton-Lee, A. & Co., Inc. (2003) Quality teaching for diverse students in schooling: best evidence synthesis (New Zealand, Ministry of Education), June 2003.
Social identities are important to consider while educating an anti-bias classroom. Anyone can learn to be a skilled teacher who makes a point to be anti-bias. What many people don’t understand, is that even if you think you are completely un-bias, some of our schemas are learned when you are very young.
Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those “at-risk” must be provided with an equal, opportune education (Morris, 1991).
We can all agree, educators and future educators alike, that teaching students is so much more than just presenting information to them. There is more to learning than only speaking. We’ve all had those teachers who were brilliant in their subject area, but not brilliant in making the students know the information. These are not true teachers; they are only smart. They teach in one way only, and doesn’t believe in individualized instruction, even though we all know that “low-income students and students of color tend to feel less “connected” to their schools than affluent and Anglo students, and that older students feel less connected than younger ones” (Schaps). As a future educator, sometimes I fear that I will become like one of these teachers, and I want to make sure that each of my students enjoy coming in class to learn, and is able to apply what they’ve learned to their unique lives. So for this inquiry project, I’ve decided to focus on classroom community. I believe that every great teacher establishes this concept in his/her classroom; without this concept, learning cannot happen. In this paper, I will define classroom community, discuss different ways to implement it in every classroom, and show the results of making an effort to keep it in your classroom.
Like the formation process of identity, BRI follows a similar structure. Racial identity are also influenced in school systems and who is teaching the curriculum to the adolescence. Students of different racial backgrounds express feelings of teachers expecting lower academic expectation in comparison to white students. Following, school systems do not have a great deal of diversity within their staff. This impacts all young adolescence directly and indirectly who come from different racial backgrounds (DeCuir-Gunby,
Education systems and services are integral to setting up a learning environment that maximises teaching and learning. I agree with Munro (2009) that being aware of what services, programs and support staff are available will be of great benefit to the learning environment, students and professional learning. I believe that adopting individual education plans, students learning profiles and modifying the curriculum can reduce the concern that some researches express that students are still being segregated from the classroom environment due to their “special learning needs”. These concerns are reduced by developing practices and adaptions that promote inclusion. I also believe that it allows for continual monitoring of students learning and progress and encourages critical reflection of teaching practices. Material and human resources that education systems provide encourage further professional development and practical ways to make adjustments and adaptions to classroom practices. I believe with the support of these systems inclusive education can be integrated seamlessly into my daily practice.
I’m a firm believer in maximizing the educational experience through effective classroom design to maintain conflict prevention, increasing time on task and being an added tool for content material; but now I also believe effective classroom design can be used effectively to build a inclusive arena for students to learn in. By consciously focusing on improving the inclusiveness of culture into my design of the classroom, student’s can develop a stronger link to the classroom and school community. This can allow students who may have felt culturally excluded from their environment to develop a stronger connection to their learning and improve their performance not only as academic learners but as members of their school
The introduction of policies and legislations in regards to inclusion within the classroom demands teachers to reassess their learning environments in order to cater to the diverse range of students within our classrooms. As a teacher it is our responsibility to set up our learning environment to maximise student learning and teaching providing varying strategies to cater to our students’ differences.
The learning environment connects the classroom to the community through a democratic approach. This community based learning brings the world into the classroom so students can implement social change and challenge social inequalities. The curriculum focuses on student experience and taking social action on real problems such as hunger, violence, and discrimination. It is important to instruct students to explore in group settings so they can work together to analyze and develop theories that can help each other and make a real different in the world. As a future educator, it is important to not only to teach my students the issues in our world, but how we can work together to find
The educational system is plagued by disparities in achievement, the absence of pedagogical reform, and inclusive curricula. When students are deprived of fair and equitable educational opportunities this hinders their ability to flourish and grow into healthy learners. Lundberg and Ornstein said it best, children develop best through a foundation of diverse education, essential elements of the Humanistic Learner Centered ideology, culturally responsive teaching, and culturally responsive curriculum development as well as, character